Category: Transcript

When students have the chance to share their insights, they feel more engaged in their study and more connected to their institution. And of course, they can offer fresh perspectives that will benefit future students. That’s why it’s vital to gather student feedback on your courses – not just through with end-of-course evaluations but also before you launch new materials and while teaching is in progress.

Before the course

1. 1. Test new materials and activities before you launch them, using students’ feedback to finesse them.
   2. Evaluate new learning activities as you use them and ask for feedback using short surveys, focus groups or interviews.
   3. Build in opportunities for in-course questionnaires or mini check ins.

During the course

4. Set up channels for students to share their views easily and in confidence.
5. Use social media to generate discussion and explore new ideas.

After the course

6. 6. Allow time to carry out end-of-course surveys and to follow up on your findings.

Read the following text [‘A bit passive’] :: and:: [‘Ooh, there’s more!’] discuss your interpretation… [‘Bringing in active skills! Now you’re talking!’]

Watch this video :: and :: summarise it in an infographic…
Listen to this lecture :: and :: present your own research…

Read <crossed out> Review <replaces ‘read’. ‘A switcheroo from passive to active? Nice!’> a relevant article :: and :: share your reflections…

Retention – helping students complete the studies they’ve signed up for – is an essential element of learning design. Open University researchers Jitse van Ameijde, Martin Weller and Simon Cross developed the ICEBERG principles (2015) to highlight seven learning design elements that support retention.

We’ve created a quick guide to the principles and some prompts for applying them. Visit Professor Martin Weller’s blog at
shorturl.at/iHJY3 to download the full report and to explore his insights into the research.

Learning that is designed for retention should be:

Integrated
Learning materials are constructively aligned: activities and other materials support assessment, ultimately helping students pass the module.

Design tips
Show how activities and assessments link to learning outcomes.

Where appropriate, minimise friction caused by switching media: this can increase cognitive overload.

Collaborative
Learning activities include opportunities for students to articulate concepts to one another and reflect on them in new contexts. Collaboration also builds connections between students, helping them feel part of a supportive community.

Design tips
Incorporate meaningful activities for collaboration.

Scaffold these activities to encourage engagement. (You may find our Collaborative Activities guide useful.)

Engaging
Learning materials connect to students’ interests and goals via case studies, readings and varied activities. The academic team should be visible to students too, so that they’re part of the learning community.

Design tips
Build in a variety of activities to keep students engaged.
Ensure that the tone of materials is enthusiastic and supportive of students as self-directed learners.

Balanced
Workload is manageable and evenly distributed throughout the module. Sudden jumps in effort needed can be alarming and may make it difficult for students to plan their study.

Design tips
Make sure students know on a week-by-week basis what they’re expected to do.
Build in study skills such as time management, so students can keep on top of their own workload.

Economical
Learning materials cover just what’s needed to ensure students can demonstrate that they meet the learning outcomes. Prioritise the key concepts and skills that students need to grasp and build learning activities around these.

Reflective
Activities include opportunities for regular reflection to help students test their understanding and track progress. Include formative and summative assessment opportunities to give students opportunities to reflect on their progress.

Design tips
Build in regular summaries to prompt reflection on key concepts.

Gradual
Materials build understanding and skills gradually, helping students grasp the basics before exploring more complex concepts.

Design tips
Scaffold new concepts and skills, and provide low-stakes opportunities for students to practise them.
Look for ways to encourage students to become more self-directed as the course progresses.

References
Van Ameijde, J., Cross, S. and Weller M. (2015) Designing for Student Retention. The ICEBERG Model and Key Design Tips [Online]. Available at https://blog.edtechie.net/learning-design/designing-for-retention-the-iceberg-model/

Retention – helping students complete the studies they’ve signed up for – is an essential element of learning design. Open University researchers Jitse van Ameijde, Martin Weller and Simon Cross developed the ICEBERG principles (2015) to highlight seven learning design elements that support retention. Below we’ve outlined briefly what the principles look like in practice.

Learning that is designed for retention should be:
Integrated
Learning materials are constructively aligned: activities and other materials support assessment, ultimately helping students pass the module.
Collaborative
Learning activities include opportunities for students to articulate concepts to one another and reflect on them in new contexts. Collaboration also builds connections between students, helping them feel part of a supportive community.
Engaging
Learning materials connect to students’ interests and goals via case studies, readings and varied activities. The academic team should be visible to students too, so that they can ‘hear’ the real people behind the curriculum.
Balanced
Workload is manageable and evenly distributed throughout the module. Sudden jumps in effort needed can be alarming and may not fit in around students’ other commitments.
Economical
Learning materials cover what’s needed to ensure students meet the learning outcomes – and nothing more. Other content – however interesting – can distract students and upset their planning.
Reflective
Activities include opportunities for regular reflection to help students test their understanding and see their progress.
Gradual
Materials build understanding and skills gradually, helping students grasp the basics before exploring more complex concepts.

Find out more
Visit Professor Martin Weller’s blog to download the full report and to explore his insights into the research.

References
Van Ameijde, J., Cross, S. and Weller M. (2015) Designing for Student Retention. The ICEBERG Model and Key Design Tips [Online]. Available at https://blog.edtechie.net/learning-design/designing-for-retention-the-iceberg- model/